Eleventh Five Year Plan 2007-12: SOCIAL SECTOR pdf

Eleventh Five Year Plan
2007-12
1
www.oup.com
VOLUME I I
Published by:
ElEvEnth FivE YEar Plan

2007-12
This Five Year Plan document focuses on inclusive growth. The document is
divided into three volumes. Volume I: Inclusive Growth—details the vision,
policies, and strategies of the key sectors and gives the macroeconomic
framework and nancing of the Plan; Volume II: Social Sector—provides plans
for Education, Sports, Art and Culture, Health and Family Welfare, Nutrition and
Social Safety Net, Drinking Water and Sanitation, and Women and Child Rights;
and Volume III: Agriculture, Rural Development, Industry, Services, and Physical
Infrastructure—includes chapters on the respective sectors.
Rs 000
9 780195 696509
ISBN 0-19-569650-6
Volume II
SoCIAl SeCToR
Eleventh Five Year Plan
2007-12
Planning Commission
Government of India
www.planningcommission.gov.in
Planning Commission
Government of India
Eleventh Five Year Plan
(2007–2012)

Social Sector
Volume II
Planning Commission
Government of India
1
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ISBN-13: 978-0-19-569650-9
ISBN-10: 0-19-569650-6
Published by Oxford University Press
YMCA Library Building, Jai Singh Road, New Delhi 110 001

On behalf of Planning Commission, Government of India, Yojna Bhawan,
Sansad Marg, New Delhi 110 001
1
Contents
List of Tables v
List of Figures vii
List of Boxes viii
List of Annexures x
List of Acronyms xi
1. EDUCATION 1
1.1 Elementary Education and Literacy 1
1.2 Secondary Education and Vocational Education (VE) 14
1.3 Higher and Technical Education 21
2. YOUTH AFFAIRS AND SPORTS AND ART AND CULTURE 41
2.1 Youth Affairs and Sports 41
2.2 Art and Culture 48
3. HEALTH AND FAMILY WELFARE AND AYUSH 57
3.1 Health and Family Welfare 57
3.2 Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homeopathy (AYUSH) 108
4. NUTRITION AND SOCIAL SAFETY NET 128
4.1 Food and Nutrition 128
4.2 Social Security 149
5. DRINKING WATER, SANITATION, AND CLEAN LIVING CONDITIONS 162
6. TOWARDS WOMEN’S AGENCY AND CHILD RIGHTS 184

1
Tables
1.1.1 GER in Primary and Upper Primary Schools 3
1.1.2 Number of Female Teachers per 100 Male Teachers 4
1.1.3 Dropout Rates by Social Composition, 2004–05 4

1.1.4 Learning Achievements at Elementary Level 5
1.1.5 Distribution of SSA 6
1.1.6 Schools without Basic Facilities, 2005–06 8
1.1.7 Elementary Schools by Management 8
1.2.1 Secondary Education—Enrolment and Dropout, 2004–05 15
1.3.1 Growth of Higher Education System 22
1.3.2 Disparities in GER, 2004–05 22
2.1.1 Plan Expenditure on Youth Affairs and Sports 45
3.1.1 Health Indicators among Selected Countries 58
3.1.2 Goals and Achievements during the Tenth Plan 59
3.1.3 Urban/Rural Health Indicators 61
3.1.4 Disease Burden Estimation, 2005 62
3.1.5 Shortfall in Health Infrastructure—All India 64
3.1.6 Shortfall in Health Personnel—All India 66
3.1.7 Percentage Share of Household Expenditure on Health and Drugs in Various States 77
3.2.1 Registered Medical Practitioners under AYUSH 110
3.2.2 Details of Educational Institutions and their Capacity 110
3.2.3 System-wise Details of Manufacturing Units 111
4.1.1 Distribution of Children by Protein-calorie Adequacy Status 130
4.1.2 Changes in Average per capita Cereal Consumption in 15 States in
Physical Terms over the Last Decade in Major States 130
4.1.3 Composition of Food Consumption, All-India, Rural, and Urban,
1972–73 to 2004–05 131
4.1.4 Trends in Childhood (0–3 Years of Age)—Malnutrition in India 131
4.1.5 Per Capita Intake of Calorie and Protein 132
4.1.6 Procurement of Rice in DCP States during Kharif Marketing Season 134
4.1.7 Food Subsidy 134
4.1.8 PDS Implied Leakage—Offtake vs Consumption 138
vi Tables
5.1 Percentage of Population Covered with Water Supply Facilities 162

5.2 Status of Water Supply, Wastewater Generation, and Treatment in
Class I Cities/Class II Towns in 2003–04 176
6.1 Work Participation Rates by Sex (1972 to 2005) 188
6.2 Average Wage/Salary Earnings (Rs Per Day) Received by Regular Wage/Salaried
Employees of Age 15–59 Years for Different Education Levels 189
6.3 Women in the Government Sector 190
6.4 Women’s Political Participation: Global Picture 191
6.5 Sectoral Allocation and Expenditure in Budget for Children (BFC)
as percentage of the Union Budget 204
6.6 Monitorable Targets for the Tenth Plan and Achievements 205
6.7 Health Status of Children in India vis-à-vis in Other E-9 Countries 205
1
Figures
1.1.1 Enrolment in Elementary Education 3
1.1.2 Reduction in Out-of-School Children 4
1.2.1 Secondary Schools by Management 15
2.1.1 Centre vs State Share of Plan Expenditure 45
3.1.1 Trends in Contraceptive Use (%) (currently married women in 15–49 age group) 59
3.1.2 MMR in India: Trends Based on Log-linear Model, 1997–2012 60
3.1.3 Trends in Full Immunization Coverage 60
3.1.4 IMR in India 60
3.1.5 Number of AIDS Cases in States, 2006 62
3.1.6 Malaria Cases and Pf Cases, India 63
3.1.7 Percentage of Cataract Surgeries with IOL 64
3.1.8 NRHM—Illustrative Structure 65
3.1.9 Number of Persons per Specialist at CHCs, 2006 66
3.1.10 Percentage of Cases of Hospitalized Treatment by Type of Hospital in Rural Areas 68
3.1.11 Percentage of Cases of Hospitalized Treatment by Type of Hospital in Urban Areas 68
3.1.12 Percentage of Treated Ailments Receiving Non-hospitalized Treatment from
Government Sources 69

3.1.13 Average Medical Expenditure (Rs) per Hospitalization Case 69
3.1.14 Unmet Need for Family Planning (currently married women, age 15–49) 95
3.1.15 Source of Health Care Financing in India, 2001–02 106
3.1.16 Growth of per capita Health Expenditure by Centre and States—
Nominal and Real Terms 107
6.1 Child Workers 216
1
Boxes
1.1.1 Best Practices under MDMS 8
1.1.2 National Commission on Education 9
1.1.3 Eleventh Plan Targets and Special Focus Areas 13
1.3.1 Private Sector Participation in Higher Education 24
1.3.2 Basic Features of a Model CU 27
1.3.3 Mohali Knowledge City—Advantages of Clustering 30
1.3.4 Faculty Augmentation and Development in Science and Technology 31
2.1.1 Objectives of the Eleventh Plan—Youth Affairs 43
2.1.2 Commonwealth Games (CG) 2010 and Commonwealth Youth Games (CYG) 2008 44
2.1.3 Objectives for Eleventh Plan—Sports and Physical Education 46
2.2.1 Strategies for the Eleventh Plan 52
2.2.2 Specific Plan of Action for Art and Culture 53
3.1.1 Drawbacks of the Public Health System 67
3.1.2 Vertical Programmes 67
3.1.3 Sarva Swasthya Abhiyan 70
3.1.4 Five Planks of the NRHM 71
3.1.5 Akha—Ship of Hope 74
3.1.6 Cultural Alignment 75
3.1.7 Essential Drug Supply—Tamil Nadu Experience 77
3.1.8 Role of PRIs 79
3.1.9 Communitization in Nagaland 79
3.1.10 Public–Private Partnership (PPP) 81

3.1.11 Making Health Care Affordable—The Experience of Jan Swasthya Sahyog (JSS) 86
3.1.12 Telemedicine 87
3.1.13 Home Based Newborn Care—Gadchiroli Model 91
3.1.14 Strengthening Immunization 93
3.1.15 Innovative School Health Programme—Udaipur Model 93
3.1.16 Older Persons’ Health 94
3.1.17 Janani—Using RHPs 95
3.1.18 Facilitating Action by Private Sector 96
3.1.19 Human Resources for Health 97
3.1.20 Role of RMPs as Sahabhaagis in NRHM 98
3.1.21 Some Innovative Financing Mechanisms 105
3.2.1 AYUSH Interventions under NRHM 109
3.2.2 Research Initiatives 112
3.2.3 Important New Initiatives during the Eleventh Plan 114
4.1.1 Performance Evaluation of TPDS 135
5.1 Success Stories in Sustainability—Ooranis—The Lifelines of Rural Tamil Nadu 164
5.2 Urban Slum Water Supply 168
5.3 Public Utilities Board (PUB) Singapore 169
5.4 PPP in Urban Water Supply 170
5.5 Sea Water Desalination Initiative by National Institute of Ocean Technology (NIOT),
Chennai, Pure Water at Six Paise per Litre 171
5.6 How Suravadi Panchayat in Phaltan Block in Satara District of
Maharashtra won the Nirmal Gram Puraskar (NGP) 174
5.7 Success in SWM—The Case of Surat 177
6.1 Essence of the Approach 185
6.2 Schemes (major) for Women during Tenth Plan 185
6.3 Learn More, Earn More, Discriminate More 187
6.4 Ordinary Women Who Did the Extraordinary 193
6.5 Ensuring Equality for Muslim Women: A Big Challenge 195
6.6 Leadership Development of Minority Women: A Proposed Pilot Scheme 196

6.7 Hope for Single Women 197
6.8 Panchayat Women: Ground Realities 198
6.9 Tenth Plan Schemes for Children 203
6.10 State of ICDS 204
6.11 Socio-Economic Status of Children 206
6.12 Child Immunization: South Asia Performance 206
6.13 Nutrition Status of Children 207
6.14 Balwadis and Phoolwaris: Focussing on Under Threes 211
6.15 Child Protection 212
Boxes ix
1
Annexures
1.2.1 Major Education Statistics, 2004–05 37
1.3.1 National Institutions 39
1.3.2 Oversight Committee—Sector-wise Expenditure 40
2.1.1 Youth Affairs and Sports—Outlay and Anticipated Expenditure of the Tenth Plan 56
2.2.1 Culture—Outlay and Expenditure of the Tenth Plan 56
3.1.1 Department of Health and Family Welfare (Other than NRHM)
Scheme-wise Outlay and Actual Expenditure during the Tenth Plan 116
3.1.2 Department of Health (H) and Family Welfare (FW)—NRHM 119
3.1.3 Health—State Plan Outlays and Expenditure 120
3.1.4 Maternal Mortality Ratio—India and Major States 121
3.1.5 Sex Ratio (0–6 Years) (India and States/UTs) 122
3.1.6 Infant Mortality Rate—India and States/UTs 123
3.1.7 Total Fertility Rate—India and Major States 124
3.1.8 Schemes under Health and Family Welfare 124
3.2.1 State-wise/System-wise Number of AYUSH Hospitals with their
Bed Strength in India as on 1.4.2007 125
3.2.2 State-wise/System-wise Number of AYUSH Dispensaries in India as on 1.4.2007 126
3.2.3 Department of AYUSH—Scheme-wise Tenth Plan Outlay and Expenditure 127

3.2.4 Schemes under Department of AYUSH 127
4.1.1 Malnutrition of Children (0–3 Years), by State 156
4.1.2 State-wise Malnutrition Rate of Children in Various Age Groups 157
4.1.3 Anaemia among Women (15–49 Years) 158
4.1.4 Distribution of Cardholders among Poor and Non-poor 159
4.1.5 PDS Benefits—Rice and Wheat 160
4.1.6 Beneficiaries of any Programme (Annapurna, FFW, ICDS, MDM) 161
5.1 Cases and Deaths due to Water-borne Diseases in Various States 182
5.2 Burden of Major Communicable Diseases in Various States 183
6.1 Selected Development Indicators Relating to Women 219
1
Acronyms
A&N Islands Andaman and Nicobar Islands
AABY Aam Admi Bima Yojana
AAY Antyodaya Anna Yojana
AICTE All India Council for Technical
Education
AIDS Acquired Immune Defficiency
Syndrome
AIE Alternative and Innovative Education
ANC Antenatal Care
ANM Auxiliary Nurse Midwife
APL Above Poverty Line
ARI Acute Respiratory Infections
ARV Antiretroviral
ARWSP Accelerated Rural Water Supply
Programme
ASCs Academic Staff Colleges
ASHA Accredited Social Health Activist
ASI Archaeological Survey of India

ASU&H Ayurveda, Siddha, Unani, and
Homeopathy
AUWSP Accelerated Urban Water Supply
Programme
AVIs Accredited Vocational Institutes
AWW Anganwadi Worker
AYUSH Ayurveda, Yoga and Naturopathy,
Unani, Siddha, and Homeopathy
BFC Budget for Children
BITS Birla Institute of Technology &
Science
BMI Body Mass Index
BPL Below Poverty Line
BRCs Block Resource Centres
CACP Commission for Agricultural
Costs and Prices
CBHI Community Based Health Insurance
CBSE Central Board of Secondary
Education
CCIM Central Council of Indian Medicine
CCRAS Central Council for Research in
Ayurveda & Siddha
CCRT Centre for Cultural Resources
and Training
CEC Consortium for Educational
Communication Centre
CEP Continuing Education Programmes
CG Commonwealth Games
CGHS Central Government Health Scheme
CHCs Community Health Centres

CICT Central Institute of Classical Tamil
CIIL Central Institute of Indian Languages
CIP Central Issue Prices
CME Continuing Medical Education
CP Community Polytechnics
CRCs Cluster Resource Centres
CS Central sector scheme
CSIR Council of Scientific and
Industrial Research
CSO Civil Society Organization
CSO Central Statistical Organization
CSS Centrally sponsored scheme
CSWB Central Social Welfare Board
CTE College of Teacher Education
CTSs Central Tibetan Schools
CU Central University
CVDs Cardiovascular Diseases
CWSN Children with Special Needs
CYG Commonwealth Youth Games
CYP Commonwealth Youth Programme
D&N Haveli Dadra and Nagar Haveli
DAE Department of Atomic Energy
DBT Department of Biotechnology
DCPU District Child Protection Unit
DDWS Department of Drinking Water
Supply
DIETs District Institutes of Education and
Training
DISE District Information System for
Education

DIT Department of Information
Technology
DLHS District Level Health Surveys
DMHP District Mental Health Programme
DOC Department of Culture
DoT Department of Telecommunications
DOTS Directly Observed Treatment,
Short Course
DPA Dowry Prohibition Act
DPEP District Primary Education
Programme
DRC District Resource Centre
DST Department of Science and
Technology
EBB Educationally Backward Blocks
ECCE Early Childhood Care and
Education
ECG Electrocardiogram
EDUSAT Education Satellite
EFA Education For All
EGS Education Guarantee Scheme
EmOC Emergency Obstetric Care
EPFO Employees’ Provident Fund
Organization
ESIC Employees State Insurance
Corporation
FCI Food Corporation of India
FPS Fair Price Shop
FRUs First Referral Units
GBS Gross Budgetary Support

GDP Gross Domestic Product
GER Gross Enrolment Ratio
GLV Green Leafy Vegetables
GMP Good Manufacturing Practices
GO Government Organization
GoI Government of India
HAMA Hindu Adoption and Maintenance
Act
HBNC Home Based Newborn Care
HIV Human Immunodeficiency Virus
HLC High-level Committee
HMIS Health Management Information
System
IASE Institute of Advanced Study in
Education
ICAR Indian Council of Agricultural
Research
ICDS Integrated Child Development
Services
ICMR Indian Council of Medical Research
ICPS Integrated Child Protection Scheme
ICTs Information and Communication
Technologies
IDA Iron Deficiency Anaemia
IDD Iodine Deficiency Disorders
IDSP Integrated Disease Surveillance
Project
IEC Information, Education, and
Communication
IEDC Integrated Education for the

Disabled Children
IEDSS Inclusive Education for the Disabled
at Secondary Stage
IFA Iron Folic Acid
IGNCA Indira Gandhi National Centre
for Arts
IGNOU Indira Gandhi National Open
University
IIIT International Institute of
Information Technology
IIM Indian Institute of Management
IIPS International Institute for
Population Sciences
IISc Indian Institute of Science
IISER Indian Institute of Science
Education and Research
IISFM Integrated Information System for
Foodgrains Management
xii
Acronyms
IIT Indian Institute of Technology
ILO International Labour Organization
IMNCI Integrated Management of Neonatal
and Childhood Illness
IMR Infant Mortality Rate
INDEST Indian National Digital Library
for Engineering Sciences and
Technology
INFLIBNET Information for Library Network
IOL Intra Ocular Lens

IPERPO Intellectual Property Education,
Research, and Public Outreach
IPHS Indian Public Health Service
Standards
IPR Intellectual Property Right
ISM Indian Systems of Medicine
ISRO Indian Space Research Organization
IT Information Technology
ITPA Immoral Traffic (Prevention) Act
J&K Jammu and Kashmir
JNNURM Jawaharlal Nehru National Urban
Renewal Mission
JRF Junior Research Fellowship
JSK Jansankhya Sthirata Kosh
JSS Jan Shikshan Sansthan
JSS Jan Swasthya Sahyog
JSY Janani Suraksha Yojana
KGBVS Kasturba Gandhi Balika Vidyalaya
Scheme
KVs Kendriya Vidyalayas
LBW Low Birth Weight
LEAP Lifelong Education and Awareness
Programme
LF Lymphatic Filariasis
LHVs Lady Health Visitors
LKA Lalit Kala Akademi
LNIPE Laxmibai National Institute of
Physical Education
LPCD Litres Per Capita per Day
M/o WCD Ministry of Women and

Child Development
MASCs Multi-Application Smart Cards
MBA Master of Business Administration
MCA Master of Computer Applications
MCH Maternal and Child Health
MCI Medical Council of India
MDA Mass Drug Administration
MDGs Millennium Development Goals
MDM Mid-Day Meal
MDMS Mid-Day Meal Scheme
ME Monitoring and Evaluation
MHRD Ministry of Human Resources
Development
MIS Management Information System
MLD Million Litres per Day
MMR Maternal Mortality Ratio
MOEF Ministry of Environment and Forests
MoHFW Ministry of Health and Family Welfare
MO Medical Officers
MoRD Ministry of Rural Development
MoU Memorandum of Understanding
MP Madhya Pradesh
MP Member of Parliament
MPCC Multipurpose Cultural Complexes
MPWs Multipurpose Workers
MS Mahila Samakhya
MSP Minimum Support Price
MTP Medical Termination of Pregnancy
NAAC National Accreditation Assessment
Council

NABH National Accreditation Board for
Hospitals and Health Care Providers
NACO National AIDS Control Organization
NACP National AIDS Control Programme
NAI National Archives of India
NBA National Board of Accreditation
NBE National Board of Examinations
NBT National Book Trust
NCCP National Cancer Control Programme
NCDs Non-communicable Diseases
NCDC National Centre for Disease Control
NCERT National Council of Educational
Research and Training
NCEUS National Commission for Enterprises
in the Unorganized Sector
NCF National Curriculum Framework
NCF National Culture Fund
NCMH National Commission on
Macroeconomics and Health
NCMP National Common Minimum
Programme
NCSM National Council of Science Museums
NCTE National Council for Teacher
Education
Acronyms xiii
NCW National Commission for Women
NDA National Drug Authority
NE North East, North Eastern
NER North Eastern Region
NERIST North Eastern Regional Institute of

Science and Technology
NET National Education Testing
NFHS National Family Health Survey
NGCP National Goitre Control Programme
NGO Non-Governmental Organization
NHA National Health Account
NIC National Informatics Centre
NICD National Institute of
Communicable Diseases
NIDDCP National Iodine Deficiency
Disorders Control Programme
NIOS National Institute of Open Schooling
NITs National Institutes of Technology
NITTTRs National Institutes of Technical
Teachers Training and Research
NLM National Literacy Mission
NLSI New Linguistic Survey of India
NMBS National Maternity Benefit Scheme
NMHP National Mental Health Programme
NMPB National Medicinal Plants Board
NNAP National Nutritional Anaemia
Prophylaxis
NNMB National Nutrition Monitoring
Bureau
NMR Neonatal Mortality Rate
NOAPS National Old Age Pension Scheme
NPE National Policy of Education
NPEGEL National Programme for Education
of Girls at Elementary Level
NPTEL National Programme on

Technology Enhanced Learning
NREGA National Rural Employment
Guarantee Act
NREGP National Rural Employment
Guarantee Programme
NRHM National Rural Health Mission
NSAP National Social Assistance
Programme
NSERB National Science and Engineering
Research Board
NSFs National Sports Federations
NSS National Service Scheme
NSS National Sample Surveys
NSSO National Sample Survey
Organization
NSVS National Service Volunteers
Scheme
NUEPA National University of Educational
Planning Administration
NUHM National Urban Health Mission
NVs Navodaya Vidyalayas
NVQ National Vocational Qualification
NYKS Nehru Yuva Kendra Sangathan
O&M Operation and Maintenance
OBC Other Backward Classes
OPD Out Patient Department
OP/IP Out Patient/In Patient
ORS Oral Rehydration Solution
OSC Oversight Committee
PC&PNDT Act Pre-Conception and Pre-Natal

Diagnostic Techniques Act
PDS Public Distribution System
PEM Protein-Energy Malnutrition
PEO Programme Evaluation
Organization
Pf Plasmodium falciparum
PFA Prevention of Food Adulteration
PGDM Post Graduate Diploma in
Management
PHC Primary Health Centre
PHFI Public Health Foundation of India
PIP Project Implementation Plan
PLP Post Literacy Projects
PLWHA People Living With HIV/AIDS
PMR Physical Medicine and
Rehabilitation
PMSSY Pradhan Mantri Swasthya Suraksha
Yojana
PPP Public–Private Partnership
PRIs Panchayati Raj Institutions
PSE Pre-school Education
PTR Pupil Teacher Ratio
PUB Public Utilities Board
PWDVA Protection of Women from
Domestic Violence Act
PYKKA Panchayat Yuva Krida Aur Khel
Abhiyan
R&D Research and Development
RCH Reproductive and Child Health
xiv

Acronyms
RGNDWM Rajiv Gandhi National Drinking
Water Mission
RGNIYD Rajiv Gandhi National Institute of
Youth Development
RHP Rural Health Practitioners
RMP Registered Medical Practitioner
RNTCP Revised National Tuberculosis
Control Programme
RSY Rashtriya Sadbhavana Yojana
RTI Reproductive Tract Infections
RTE Ready To Eat
S&T Science and Technology
SA Sahitya Akademi
SAI Sports Authority of India
SBAs Skilled Birth Attendants
SC Sub-centre
SC Scheduled Caste
SCERT State Council for Educational
Research and Training
SCSP Scheduled Caste Sub-Plan
SDM Skill Development Mission
SET State Eligibility Test
SEWA Self Employed Women’s
Association
SFDs Special Focus Districts
SHGs Self-help Groups
SIEs State Institutes of Education
SLIET Sant Longowal Institute of
Engineering Technology

SNA Sangeet Natak Akademi
SNP Supplementary Nutrition Programme
SOS State Open Schools
SOUs State Open Universities
SRB Sex Ratio at Birth
SRCs State Resource Centres
SRS Sample Registration System
SSA Sarva Shiksha Abhiyan
ST Scheduled Tribe
STD Sexually Trasmitted Disease
STEP Support to Training and
Employment Programme
STI Sexually Transmitted Infections
SUCCESS Scheme for Universalization of Access
and Improvement of Quality
of Secondary Education
SWM Solid Waste Management
TA Technical Assistance
TBAs Traditional Birth Attendants
TEQIP Technical Education Quality
Improvement Programme
TFC Twelfth Finance Commission
TFR Total Fertility Rate
THRs Take Home Ration
TISS Tata Institute of Social Sciences
TLC Total Literacy Campaigns
TLE Teaching Learning Equipment
TMSSML Thanjavur Maharaja Serofji
Saraswati Mahal Library
TPA Third Party Administrator

TPDS Targeted Public Distribution
System
TSC Total Sanitation Campaign
TSP Tribal Sub Plan
TTIs Teacher Training Institutions
UEE Universalization of Elementary
Education
UFW Unaccounted For Water
UGC University Grants Commission
UIDSSMT Urban Infrastructure Development
Scheme for Small and Medium Towns
UIT Urban Improvement Trust
ULB Urban Local Body
UNESCO United Nations Educational,
Scientific and Cultural
Organization
UNICEF United Nations International
Children’s Emergency Fund
UP Uttar Pradesh
UPS Upper Primary Schools
UPS Uninterrupted Power Supply
UT Union Territory
VAD Vitamin A Deficiency
VAW Violence Against Women
VE Vocational Education
VECs Village Education Committees
VHSCs Village Health and Sanitation
Committees
VO Voluntary Organization
WB West Bengal

WCD Women and Child Development
WCU World Class Universities
WHO World Health Organization
ZBB Zero Based Budgeting
ZCCs Zonal Cultural Centres
Acronyms xv

1
Education
1.1 ELEMENTARY EDUCATION AND LITERACY
1.1.1 The role of education in facilitating social
and economic progress is well recognized. It opens
up opportunities leading to both individual and
group entitlements. Education, in its broadest sense
of development of youth, is the most crucial input for
empowering people with skills and knowledge and
giving them access to productive employment in
future. Improvements in education are not only
expected to enhance efficiency but also augment the
overall quality of life. The Eleventh Plan places the
highest priority on education as a central instrument
for achieving rapid and inclusive growth. It presents
a comprehensive strategy for strengthening the edu-
cation sector covering all segments of the education
pyramid.
1.1.2 Elementary education, that is, classes I–VIII con-
sisting of primary (I–V) and upper primary (VI–VIII)
is the foundation of the pyramid in the education
system and has received a major push in the Tenth
Plan through the Sarva Shiksha Abhiyan (SSA).

1.1.3 In view of the demands of rapidly changing tech-
nology and the growth of knowledge economy, a mere
eight years of elementary education would be grossly
inadequate for our young children to acquire neces-
sary skills to compete in the job market. Therefore,
a Mission for Secondary Education is essential to
consolidate the gains of SSA and to move forward in
establishing a knowledge society.
1.1.4 The Eleventh Plan must also pay attention to the
problems in the higher education sector, where there
is a need to expand the system and also to improve
quality.
1.1.5 The Eleventh Plan will also have to address
major challenges including bridging regional, social,
and gender gaps at all levels of education.
ELEMENTARY EDUCATION IN THE TENTH PLAN
Major Schemes in the Tenth Plan
1.1.6 The Tenth Plan laid emphasis on Universalization
of Elementary Education (UEE) guided by five param-
eters: (i) Universal Access, (ii) Universal Enrolment,
(iii) Universal Retention, (iv) Universal Achievement,
and (v) Equity. The major schemes of elementary edu-
cation sector during the Tenth Plan included SSA, Dis-
trict Primary Education Programme (DPEP), National
Programme of Nutritional Support to Primary Edu-
cation, commonly known as Mid-Day Meal Scheme
(MDMS), Teacher Education Scheme, and Kasturba
Gandhi Balika Vidyalaya Scheme (KGBVS). The
schemes of Lok Jumbish and Shiksha Karmi were com-
pleted but DPEP will extend up to November 2008.

KGBV has now been subsumed within SSA.
Sarva Shiksha Abhiyan (SSA)
1.1.7 SSA, the principal programme for UEE, is the
culmination of all previous endeavours and experi-
ences in implementing various education programmes.
2 Eleventh Five Year Plan
While each of these programmes and projects had
a specific focus—Operation Blackboard on improv-
ing physical infrastructure; DPEP on primary educa-
tion; Shiksha Karmi Project on teacher absenteeism,
and Lok Jumbish Project on girls’ education—SSA has
been the single largest holistic programme addressing
all aspects of elementary education covering over one
million elementary schools and Education Guarantee
Centre (EGS)/Alternate and Innovative Education
(AIE) Centres and about 20 crore children.
Performance of SSA and Related Schemes
in Tenth Plan
1.1.8 The specific goals of SSA during the Tenth Plan
period were as follows:
• All children to be in regular school, EGS, AIE, or
‘Back-to-School’ camp by 2005;
• Bridging all gender and social category gaps at pri-
mary stage by 2007 and at elementary education
level by 2010;
• Universal retention by 2010;
• Focus on elementary education of satisfactory qual-
ity with emphasis on education for life.
UNIVERSAL ACCESS
1.1.9 SSA has brought primary education to the door-

step of millions of children and enrolled them, includ-
ing first generation learners, through successive fast
track initiatives in hitherto unserved and underserved
habitations. According to the VII Educational Survey
(2002), the number of habitations that had a primary
school within a distance of 1 km was 10.71 lakh (87%),
the uncovered habitations numbered 1.61 lakh (13%),
whereas, the number of habitations that had an upper
primary school within a distance of 3 km was 9.61 lakh
(78%). With the opening up of 1.32 lakh primary
schools and 56000 EGS/AIE centres access to primary
education is nearly achieved. About 0.89 lakh upper
primary schools (UPS) have been provided up to 2006–
07. At primary and at upper primary level the number
of habitations remaining to be covered is estimated at
almost 1 lakh.
1.1.10 The number of primary schools (PS) in the
country increased from 6.64 lakh in 2001–02 to 7.68
lakh in 2004–05. In the same period, the number of
UPS increased at a faster rate from 2.20 lakh to 2.75
lakh. The sanction of 2.23 lakh new PS/UPS, 1.88 lakh
new school buildings, and 6.70 lakh additional class-
rooms has made a big dent in reducing the school
infrastructure gap.
UNIVERSAL ENROLMENT
1.1.11 SSA had a sluggish start as States took consid-
erable time to prepare district perspective plans. By the
time the States realized the full potential of SSA, two and
a half years had already rolled on. The urgency called
for fast track initiatives. Household surveys, school

mapping, constitution of Village Education Commit-
tees (VECs), setting up of Mother Teacher Associations
and Parent Teacher Associations, and a series of cam-
paigns for enrolment and context-specific strategies, all
learnt from the experience of implementing DPEP, were
used for good results in the next two and a half years.
As a result, the second phase of enrolment drive by the
States/union territories (UTs) was more systematic with
household survey data reflecting substantially im-
proved Gross Enrolment Ratio (GER) and a significant
reduction in the number of out-of-school children. The
strategy of providing AIE grants to Maktabs/Madarsas
for introducing teaching of general subjects to minor-
ity children was also very fruitful.
1.1.12 Consequently, the total enrolment at elemen-
tary education level increased from 159 million in
2001–02 to 182 million in 2004–05, an increase of over
23 million (Figure 1.1.1).
1.1.13 The following Table 1.1.1 shows GER for
primary, upper primary, and elementary level from
2001–02 to 2004–05.
1.1.14 Social and gender disparity, existing at both
primary and upper primary education levels, contin-
ues to be an issue to be tackled with more concerted
and sustained efforts, especially in Bihar, Rajasthan,
Jharkhand, Madhya Pradesh (MP), Gujarat, and Uttar
Pradesh (UP).
1.1.15 SSA interventions have brought down the num-
ber of out-of-school children from 32 million in 2001–
02 to 7.0 million in 2006–07 (Figure 1.1.2). 48 districts

in 10 States accounted for over 50000 out-of-school
Education 3
Source: Selected Educational Statistics, 2004–05.
FIGURE 1.1.1: Enrolment in Elementary Education
TABLE 1.1.1
GER in Primary and Upper Primary Schools
Stages Gross Enrolment Ratio %age
2001–02 2002–03 2003–04 2004–05 point
increase
Primary (I–V)
Boys 105.3 97.5 100.6 110.7 5.4
Girls 86.9 93.1 95.6 104.7 17.8
All 96.3 95.3 98.2 107.8 11.3
Upper Primary (VI–VIII)
Boys 67.8 65.3 66.8 74.3 6.5
Girls 52.1 56.2 57.6 65.1 13.0
All 60.2 61.0 62.4 69.9 9.7
Elementary (I–VIII)
Boys 90.7 85.4 87.9 96.9 6.2
Girls 73.6 79.3 81.4 89.9 16.3
All 82.4 82.5 84.8 93.5 11.1
Source:
Selected Educational Statistics, 2004–05.
dropouts and 4.8% for never-enrolled children, a bulk
of whom apparently belonged to the poorer segments
of rural households.
1.1.16 The social composition of out-of-school
children indicates that 9.97% of Muslim children,
9.54% of Scheduled Tribes (STs), 8.17% of Scheduled
Castes (SCs), and 6.97% of Other Backward Class

(OBC) children were out of school and an overwhelm-
ing majority (68.7%) was concentrated in five States,
viz., Bihar (23.6%), UP (22.2%), West Bengal (WB)
(9%), MP (8%), and Rajasthan (5.9%).
UNIVERSAL RETENTION
1.1.17 It is increasingly realized that retaining the
disadvantaged children enrolled in schools is a far more
challenging task than enrolling them into educational
system. Around 22% children dropped out in classes I
and II. Several factors, apart from their adverse socio-
economic conditions are responsible for this. The
opportunity cost of girl-child education is quite high
in the rural set up and she is often a ‘nowhere child’,
children, each. The number of such districts declined
to 29 in 2005–06. An independent study
1
estimated that
about 6.9% of the total children in the 6–13 age groups
were out of school and of them 2.1% accounted for
1
Social and Rural Research Institute (2005), New Delhi.
4 Eleventh Five Year Plan
neither in the school nor in the labour force but doing
domestic work, mostly sibling care. It is well docu-
mented that the presence of female teachers often serves
as a role model for girls and positively influences
their enrolment and attendance. But, then, in the
educationally backward States, there are few women
teachers to particularly attract girls to school and
retain them.

2
1.1.18 SSA stipulates that 50% of additionally
recruited teachers should be women. Given the
emphasis on improving girls’ enrolment, which is criti-
cally dependent upon the presence of female teachers,
there is a need to increase the proportion to 75% in
the recruitment of female teachers in educationally
fragile States.
TABLE 1.1.2
Number of Female Teachers per 100 Male Teachers
States High States Low
Goa 454 Bihar 24
Kerala 273 Jharkhand 26
Pondicherry 279 MP 36
Tamil Nadu 221 Rajasthan 38
Delhi 221 UP 40
Source: Selected Educational Statistics, 2004–05.
1.1.19 The fact that children drop out of school early or
fail to acquire basic literacy and numeracy skills partially
reflects poor quality of education.
3
The average school
attendance was around 70% of the enrolment in 2004–
05. In States like UP and Bihar, the average attendance
was as low as 57% and 42%, respectively. One-third of
the teachers in MP, 25% in Bihar, and 20% in UP do
not attend schools.
4
Besides, the repetition rates in such
States are also very high, resulting in wastage of human

and material resources. Teacher attendance, ability, and
motivation appear to be the weakest links of elementary
education programmes. Lack of universal pre-school-
ing (Early Childhood Care and Education, ECCE)
and consequent poor vocabulary and poor conceptual
development of mind makes even enrolled children less
participative in the class, even for learning by rote.
5
TABLE 1.1.3
Dropout Rates by Social Composition, 2004–05
Categories Primary (I–V) Elementary (I–VIII)
Boys Girls Total Boys Girls Total
SCs 32.7 36.1 34.2 55.2 60.0 57.3
STs 42.6 42.0 42.3 65.0 67.1 65.9
All 31.8 25.4 29.0 50.5 51.3 50.8
Source: Selected Educational Statistics, 2004–05.
Source: Ministry of Human Resources Development (MHRD).
FIGURE 1.1.2: Reduction in Out-of-School Children
2
UNESCO (2007), EFA-Global Monitoring Report.
3
ibid.
4
MHRD (2007), PPT Presentation in the Steering Committee meeting held in Planning Commission.
5
Lynn Erickson (2007), Concept Based Curriculum and Instruction for the Thinking Classroom, Crowing Press, A Sage Publication Com-
pany, Thousand Oaks, California, chapter 5, p. 98.
3.20
2.49
1.16

1.35
0.95
0.70
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
Children (crore)
2001–02 2002–03 2003–04 2004–05 2005–06 2006–07
(July '06)
Education 5
1.1.20 The dropout rate in primary classes which has
been decreasing at a very low average rate of 0.5% per
annum since 1960s showed a steeper decline by 10.03%
over the first three years of the Tenth Plan (29% in 2004–
05 as compared to 39.03% in 2001–02). The dropout rate
reduction has been faster for girls as compared to that
for boys. However, the dropout rate at the elementary
level (classes I–VIII) has remained very high at 50.8%.
1.1.21 The dropout rates at primary levels for SCs
(34.2%) and STs (42.3%) are substantially higher than
the national average (29%) (Table 1.1.3). The gap in
respect of SCs is very wide in Goa, UP, Tamil Nadu,
WB, Haryana, and Himachal Pradesh. The gap in re-
spect of STs is very large in Maharashtra, Andhra
Pradesh, Orissa, and Gujarat. The social gap in drop-

out rate is acute in respect of girls. Two-thirds of the
tribal students just do not go beyond class VIII.
UNIVERSAL ACHIEVEMENT AND EQUITY
1.1.22 Two major issues yet to be addressed satisfac-
torily under UEE are quality and equity. The results of
learning achievement surveys conducted by National
Council for Education Research and Training
(NCERT) (Table 1.1.4) and also by independent agen-
cies (Annual Status of Education Report, 2005) high-
light poor quality of learning.
TABLE 1.1.4
Learning Achievements at Elementary Level
(Percentage)
Stages of Math. Language EVS/ Social
education Science Science
At the end of 58.25 63.12 – –
Class III
Class V 46.51 58.57 50.3 –
Class VII 29.87 53 35.98 32.96
Class VIII 38.47 52.45 40.54 45
Source: NCERT (2004–05).
1.1.23 SSA did attempt to strengthen a range of inputs
that impact on quality, viz. recruitment of 7.95 lakh
additional teachers to improve the pupil teacher ratio
(PTR) from 44 to 40:1 at primary level, regular annual
in-service training of teachers for a period of 20 days,
curriculum renewal and textbook development, free
distribution of textbooks for primary and upper pri-
mary classes to about 6.69 crore SCs, STs, and girl stu-
dents, computer-aided learning in over 20000 schools,

regular academic support to primary and UPS through
6746 Block Resource Centres (BRCs) and 70388 Clus-
ter Resource Centres (CRCs), monitoring of perfor-
mance of schools including the pass percentage at exit
levels; at least 10% better achievement in pass percent-
age as in 2006–07 over the benchmarking level in 2005–
06, and running of learning enhancement programmes
especially for the early primary grades in 19 States.
However, the impact has not been very encouraging.
1.1.24 314 Special Focus Districts (SFDs) have been
identified for need-based interventions in resource
allocation, micro-planning, and development. There
is a focus on girls’ education by targeting additional
resources to Educationally Backward Blocks (EBBs)
under National Programme for Education of Girls at
Elementary Level (NPEGEL). Under KGBV scheme
2180 residential schools for girls belonging to SCs, STs,
OBCs, minorities, and below poverty line (BPL) fami-
lies were sanctioned in the EBBs.
Parameters for EBBs as per Census 2001
• Rural Female Literacy below the national average
(46.13%);
• Gender gap in literacy more than the national
average (21.59%).
1.1.25 Such EBBs total up to 3073. Another 212 Blocks
with SC concentration, 142 Blocks with ST concentra-
tion, and 52 Blocks with minority concentration have
been identified, making the total number of EBBs to
3479. NPEGEL has its own EBBs. There seem to be
different criteria and definitions of EBBs. Relevant cri-

teria would be framed in the Eleventh Plan and EBBs
re-identified.
1.1.26 During the Tenth Plan, 11542 primary and UPS
and 32250 EGS centres were sanctioned in the minor-
ity concentration districts. EGS and AIE centres en-
rolled 120.90 lakh and 11.3 lakh children, respectively.
The Madarsas (8309) affiliated to the State Boards were
assisted and 4867 Maktabs/Madarsas were taken up
under EGS/AIE. Free textbooks are provided to all
minority girls from classes I–VIII and Urdu textbooks
are provided for Urdu medium schools. The number
of KGBVs sanctioned in minority Blocks is 270.
6 Eleventh Five Year Plan
1.1.27
The 86th Constitutional Amendment Act has
given a new thrust to Children with Special Needs
(CWSN). A multi-option model for educating CWSN
is being adopted. The programme has been successful
in enrolling 1.99 million out of the identified 2.4
million CWSN (81%) in schools.
1.1.28 Although SSA was launched in November
2000, only three States in the North East (NE) (Assam,
Mizoram, and Nagaland) could start it in 2001–02; by
2004–05, Meghalaya, Sikkim, Tripura, Arunachal
Pradesh, and Manipur had also started the programme.
Lack of capacities to handle various components of
SSA and default on States’ share and its subsequent
effect on the flow of funds from the Government of
India (GoI) affected full utilization. A one-time spe-
cial dispensation was provided for the years 2005–06

and 2006–07 to the NE States whereby Non Lapsable
Central Pool of Resources provided three-fifth of the
State share and the NE States contributed only two-
fifth under SSA. Learning achievements of children in
schools in North East Region (NER) are very low.
Outlay and Expenditure in SSA in the Tenth Plan
1.1.29 The Tenth Plan outlay for Elementary Education
and Literacy was Rs 30000 crore. The actual expendi-
ture has been Rs 48201 crore, out of which SSA (Rs 28077
crore) and MDMS (Rs 13827 crore) account for 88%.
Prarambhik Shiksha Kosh, a non-lapsable fund for
crediting the education cess proceeds, has been set up.
1.1.30 The States of UP (19%), MP (10%), Rajasthan
and Bihar (7% each), Maharashtra and WB (6% each),
Andhra Pradesh, Tamil Nadu, and Karnataka (5%
each) accounted for 70% of the total expenditure
incurred by the Central and State Governments un-
der SSA during the Tenth Plan.
SECTORAL EXPENDITURE UNDER SSA
1.1.31 A pragmatic decision was taken to relax the civil
works ceiling (33%) under SSA to accelerate bridging
school infrastructure gaps in selected States. Conse-
quently, the share of expenditure on civil works in-
creased from 35.5% in 2003–04 to 46.2% in 2006–07
and that on teacher’s salary from 15.7% to 20.8%. With
EGS centres being converted into regular primary
schools, their share has declined from 10.3% in 2003–
04 to 6.8% in 2006–07 (see Table 1.1.5).
Table 1.1.5
Distribution of SSA

S. No. Expenditure Percentages
2003–04 2006–07 Tenth Plan
1 Civil Works 36 46 43.84
2 Teacher’s Salary 16 21 19.37
3 EGS/AIE 10 7 5.00
4 Teacher’s Training 5 3 2.92
5 Text Books 6 3 4.89
6 BRC/CRC 3 3 3.64
7 TLE 4 1 2.07
8 Management Cost 3 4 2.67
9 Innovative Activities 3 2 0.91
10 Others 14 10 14.69
Source: MHRD.
1.1.32 Low expenditures on components relating to
quality dimensions of the programme, such as Teacher’s
Training, Teaching Learning Equipment (TLE) (includ-
ing Information and Communication Technology,
ICT) Innovative Activities, School/Teacher Grants etc.,
need to be sharply stepped up during the Eleventh Plan.
Moreover, SSA should not fund teachers appointed in
the Tenth Plan but pay only for the new teachers, with
a view to addressing the serious problem of single-
teacher and multi-grade teaching.
Kasturba Gandhi Balika Vidyalaya
Scheme (KGBVS)
1.1.33 The KGBVS was launched in July 2004 for set-
ting up of residential schools at upper primary level
for girls, predominantly belonging to the SCs, STs,
OBCs, and minorities in EBBs. A minimum of 75% of
the enrolment in KGBVS is reserved for girls from the

target groups and the remaining 25% is open for girls
belonging to the BPL category. The Tenth Plan alloca-
tion for the scheme was Rs 427 crore.
1.1.34 As soon as the schools were sanctioned under
KGBV, the States rented premises and sought funds
without waiting for the buildings to come up. The tar-
geted 750 schools (Model I—364 schools, Model II—
117 schools, and Model III—269 schools) were
sanctioned between December 2004 and May 2005. By
December 2006, 1039 schools were operational with
a total enrolment of 63921 girls. In February 2006,
430 schools and in March 2007 additional 1000 schools
were sanctioned, raising the total to 2180 schools. The
Education 7
allotments of KGBVs to States were not in proportion
to the number of EBBs. The skewed distribution of
KGBVs would be set right in the Eleventh Plan.
District Primary Education Programme (DPEP)
1.1.35 DPEP, an externally aided project, aimed at the
holistic development of primary education, covering
classes I to V. It has specific objectives of reducing the
dropout rate to less than 10%, reducing disparities
among gender and social groups in the enrolment to
less than 5%, and improving the level of learning
achievement compared to the baseline surveys. How-
ever, these ambitious targets could not be achieved.
1.1.36 Nevertheless, DPEP has brought a sea change
in the implementation of school education programme
with its decentralized approach and focus on commu-
nity participation and provided complete wherewithal

for handling ECCE, Non-formal Education Centres,
BRCs, CRCs, out-of-school children, and education
of girls. The success of SSA owes much to DPEP.
Since its inception, external assistance of Rs 6938
crore—comprising Rs 5137 crore as credit from IDA
and Rs 1801 crore from development partners, Euro-
pean Commission, Department for International
Development, UNICEF, and Netherlands—has been
tied up for DPEP. At its peak, DPEP covered 273
districts in 17 States. Now it continues in only 17
districts of Orissa and Rajasthan where it would
be completed in 2008.
Mahila Samakhya (MS)
1.1.37 MS, an externally aided project for women’s
empowerment, was started with Dutch assistance in
1989. Since 2005–06 it is being funded by GoI. The
programme endeavours to create an environment for
women to learn at their own pace, set their own pri-
orities, and seek knowledge and information to make
informed choices. It has strengthened women’s abili-
ties to effectively participate in village level education
programmes. The programme is implemented in
9 States covering 83 districts, 339 blocks, including
233 EBBs, and 20380 villages. The States of MP and
Chhattisgarh have registered MS societies through
which the programme is initiated. It provides for
vocational and skill development as well as educational
development of adolescent girls and women in rural
areas. MS runs residential schools, bridge courses, viz.,
Jagjagi and Mahila Shikshan Kendras.

Mid-Day Meal Scheme (MDMS)
1.1.38 MDMS was launched in 1995 to enhance en-
rolment, retention, and participation of children in pri-
mary schools, simultaneously improving their
nutritional status.
1.1.39 The MDMS was revised and universalized in
September 2004 and central assistance was provided
at the rate of Re. 1.00 per child per school day for con-
verting food grains into hot cooked meals for children
in classes I–V in government, local body, and govern-
ment-aided schools, and EGS and AIE centres. MDMS
provided nutritional support to students in drought-
affected areas during summer vacation. The maximum
permissible transport subsidy was revised for Special
Category States from Rs 50 to Rs 100 per quintal and
for other States to Rs 75 per quintal.
1.1.40 The scheme was further revised in June 2006 to
enhance the minimum cooking cost to Rs 2.00 per child
per school day to provide 450 calories and 12 grams of
protein. The revised scheme also provided assistance
for construction of kitchen-cum-stores at the rate of
Rs 60000 per unit in a phased manner in primary
schools and procurement of kitchen devices (utensils,
etc.) at the rate of Rs 5000 per school. Besides provid-
ing free foodgrains, cooking cost, transport subsidy, and
Management Monitoring and Evaluation, 94500
schools were also sanctioned kitchen sheds and 2.6 lakh
schools were sanctioned kitchen equipment.
1.1.41 The number of children covered under the
programme has risen from 3.34 crore in 3.22 lakh

schools in 1995 to 12 crore in 9.5 lakh primary schools/
EGS centres in 2006–07.
1.1.42 A review of MDMS indicates absence of proper
management structure in many States. Even the re-
ported average number of school days on which
meals are provided varied widely. National University
of Educational Planning Administration (NUEPA)
reports 209 days per annum, while Ministry of
Human Resource Development (MHRD) reports 230
days at the national level. Steering Committees at State/
8 Eleventh Five Year Plan
district levels for effective monitoring are yet to be set
up in some States. There are no details on coverage
and facilities in EGS/AIE centres in urban areas. The
Planning Commission has undertaken a detailed
evaluation study in 2006–07 to assess the impact of
the MDMS. On the whole, despite the prevalence of
good practices, a systematic supervision and monitor-
ing of the programme and transparency in implemen-
tation are lacking in most of the States.
1.1.43 Notwithstanding these shortcomings, MDMS
appears to have had a positive impact on school atten-
dance and nutritional status of children through
removal of classroom hunger.
6
The latest National
Sample Survey (NSS) (61st Round) covered MDMS
along with Annapurna Integrated Child Development
Services (ICDS) Scheme, and Food for Work Program-
me. It is reported that MDMS has benefited 8.1% of

rural population and 3.2% of urban population. The
total coverage of all the four programmes was 11% in
rural and 4.1% in urban areas. MDMS has catered to
the nutritional needs of low-income groups in both
rural and urban areas.
ELEVENTH PLAN: GOALS, TARGETS, AND
STRATEGIES IN ELEMENTARY EDUCATION
1.1.44 The Constitution of India was amended in 2002
to make elementary education a justiciable Fundamen-
tal Right. However, 7.1 million children being out of
school and over 50% dropping out at elementary level
are matters of serious concern. SSA would, therefore,
be reoriented to meet the challenges of equity, reten-
tion, and high-quality education. This would require a
strong rights orientation within the programme. It is
necessary to consider passing appropriate legislation for
this purpose. SSA would be restructured into a National
Mission for Quality Elementary Education to ensure
minimum norms and standards for schools (both gov-
ernment and private). It would address access, quality,
and equity holistically though a systems approach.
1.1.45 The backlog for additional classrooms is about
6.87 lakh. Opening of about 20000 new primary
schools and upgradation of about 70000 primary
schools are required.
TABLE 1.1.6
Schools without Basic Facilities, 2005–06
(Percentages)
Facilities Primary Upper Primary
2004–05 2005–06 2004–05 2005–06

Building 3.5 3.0 2.8 2.4
Toilets 51.4 44.6 16.8 15.3
Drinking water 16.3 15.1 4.7 4.8
Source: DISE data, 2005–06, NUEPA.
1.1.46 Unless there is a strong effort to address the
systemic issues of regular functioning of schools,
teacher attendance and competence, accountability of
educational administrators, pragmatic teacher trans-
fer and promotion policies, effective decentralization
of school management, and transfer of powers to
Panchayati Raj Institutions (PRIs), it would be difficult
to build upon the gains of SSA. It is important to focus
on good quality education of common standards, peda-
gogy, and syllabi to ensure minimum learning levels.
TABLE 1.1.7
Elementary Schools by Management
(in lakh)
Stages of Govt. Local Private Private Total
Education Bodies Aided Unaided
I–V 3.32 3.60 0.20 0.55 7.67
VI–VIII 1.18 0.80 0.18 0.59 2.75
I–VIII 4.50 4.40 0.38 1.14 10.42
Source: Selected Educational Statistics, 2004–05.
6
J. Dreze and A. Goyal (2003), The Future of Mid-day Meals, EPW, 38(44), Nov. 1–7, pp. 4673–84.
Box 1.1.1
Best Practices under MDMS
In Tamil Nadu, Health Cards are issued to all children and
School Health Day is observed every Thursday. Curry
leaves and drum-stick trees are grown in the school pre-

mises. In Karnataka, all schools have gas-based cooking.
In Pondicherry, in addition to the mid-day meal (MDM),
Rajiv Gandhi Breakfast Scheme provides for a glass of hot
milk and biscuits. In Bihar, Bal Sansad (Child Cabinet) is
actively involved in the orderly distribution of MDM. In
Uttaranchal, mothers are appointed as Bhojan Mata and
Sahayika in primary schools. In Gujarat, Chhattisgarh,
and MP children are provided micronutrients and de-
worming medicines under MDMS.